{"id":5423,"date":"2022-08-30T13:27:00","date_gmt":"2022-08-30T12:27:00","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/?p=5423"},"modified":"2022-08-30T13:27:00","modified_gmt":"2022-08-30T12:27:00","slug":"school-factors-associated-with-school-refusal-and-truancy-related-reasons-for-school-non-attendance","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/school-factors-associated-with-school-refusal-and-truancy-related-reasons-for-school-non-attendance\/","title":{"rendered":"\u2018School factors associated with school refusal- and truancy-related reasons for school non-attendance\u2019"},"content":{"rendered":"

Forth Valley and West Lothian Regional Improvement Collaborative<\/span>\u00a0<\/span><\/p>\n

Attendance Focus: August -October 2022<\/span>\u00a0<\/span><\/p>\n

Research Summary\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Research reference (with link)<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
\u2018School factors associated with school refusal- and truancy-related reasons for school non-attendance\u2019 Soc Psychol Educ (2015) 18:221\u2013240 by Trude Havik \u00b7 Edvin Bru \u00b7 Sigrun K. Ertesv\u00e5g<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Research methodology \/ Data Collection methods<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Study \u2013\u00a0 Based on\u00a0 2012 anonymous questionnaire survey of 5465 11-15 learners from 45 Norwegian primary and secondary school. Self-reported scaled responses on number of absences, bullying, social isolation at school.\u00a0<\/span>\u00a0<\/span><\/p>\n

To investigate how students\u2019 perceptions of relationships with peers at school and teachers\u2019 classroom management are associated with school refusal and truancy.\u00a0<\/span>\u00a0<\/span><\/p>\n

Supports viewing <\/span>school refusal<\/span><\/b> (non-attendance due to expectation of experiencing strong negative emotions while at school) and <\/span>truancy<\/span><\/b> (related to anti-school sentiments and antisocial characteristics \u2013 such as school is boring and activities outside school are more rewarding) This difference is needed to implement effective preventative measures<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Key relevant findings\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Examining and understanding role of school factors is key in exploring school non-attendance<\/span><\/b>\u00a0<\/span><\/p>\n

Poor relationships with peers<\/span><\/b> = important risk factor for school refusal and moderate risk factor for truancy.\u00a0<\/span>\u00a0<\/span><\/p>\n

Teachers\u2019 classroom management<\/span><\/b> may indirectly lead to school refusal when not preventing <\/span>bullying or social isolation<\/span><\/b> by peers.\u00a0<\/span>\u00a0<\/span><\/p>\n

Secondary teachers\u2019 classroom management<\/span><\/b> directly impacted on school refusal and truancy through <\/span>perceived poor support. Good teacher-student relationships <\/span><\/b>could directly influence the prevalence of school refusal and truancy<\/span>\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n

Efforts to prevent bullying is important in reducing school refusal more so in primary than secondary.\u00a0<\/span>\u00a0<\/span><\/p>\n

Social isolation at school affected secondary school refusers more.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Impact of absence -on personal, emotional, social ad academic development.\u00a0<\/span>\u00a0<\/span><\/p>\n

Prolonged absence effects \u2013 school dropout, impaired social functioning, unemployment, mental health problems, needs for welfare services<\/span>\u00a0<\/span><\/p>\n

Impact of truancy \u2013 delinquent behaviour, juvenile crime.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Difficult peer relationships<\/span><\/b> – Studies suggest that having good friends who provide social support may prevent school refusal as school refusers can be shy and socially withdrawn so problematic peer relationships and bullying have an impact.\u00a0<\/span>\u00a0<\/span><\/p>\n

Teachers\u2019 classroom management<\/span><\/b> \u2013 includes structuring social interactions, supporting individuals. Lack of classroom order\/structure\/organisation may have a role to play as difficult to prevent bullying, unpleasant or threatening experiences. Structured classrooms promote predictability which supports attendance.\u00a0<\/span>\u00a0<\/span><\/p>\n

Individual and family factors<\/span><\/b> \u2013 Emotional instability can lead to anger, anxiety, depression and vulnerable to stress and more at risk of school refusal. Parental support of school can lower truancy.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/td>\n<\/tr>\n

Questions research raises<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
1. How are students\u2019 perceptions of relationships with peers at school and teachers\u2019<\/span>\u00a0<\/span><\/p>\n

classroom management associated with SR-related and truancy-related reasons<\/span>\u00a0<\/span><\/p>\n

for school non-attendance if controls are included for emotional stability, parental<\/span>\u00a0<\/span><\/p>\n

interest in schoolwork and parental monitoring of reasons for absence?<\/span>\u00a0<\/span><\/p>\n

2. Do these associations differ between students in primary and secondary school?<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/td>\n<\/tr>\n

Follow up reading suggestions\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/p>\n

The survey questions could provide the basis for your own survey.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Forth Valley and West Lothian Regional Improvement Collaborative\u00a0 Attendance Focus: August -October 2022\u00a0 Research Summary\u00a0\u00a0 \u00a0 Research reference (with link)\u00a0 \u2018School factors associated with school refusal- and truancy-related reasons for school non-attendance\u2019 Soc Psychol Educ (2015) 18:221\u2013240 by Trude Havik \u00b7 Edvin Bru \u00b7 Sigrun K. Ertesv\u00e5g\u00a0 Research methodology \/ Data Collection methods\u00a0 Study \u2013\u00a0 …<\/p>\n","protected":false},"author":79351,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[5],"tags":[],"class_list":["post-5423","post","type-post","status-publish","format-standard","hentry","category-news"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5423","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/users\/79351"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/comments?post=5423"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5423\/revisions"}],"predecessor-version":[{"id":5424,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5423\/revisions\/5424"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/media?parent=5423"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/categories?post=5423"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/tags?post=5423"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}